A fine arts major, Vladimir de Jesus hopes to earn bachelor’s and master’s degrees and teach studio art and art history. In six semesters at New York City’s La Guardia Community College, he’s earned 27 credits of the 60 he needs to transfer — and he’s flunked remedial math three times.
Two-thirds of Princeton’s molecular biology majors are female, but 76.2 percent of physics majors are male, reports The Daily Princetonian.
The most female-dominated majors for the class of ’16 are art and archaeology at 92.9 percent, psychology at 87.3 percent and comparative literature at 81.3 percent.
The most male-dominated majors are mathematics at 86.7 percent, philosophy at 77.8 percent and computer science at 77.3 percent. History, politics, sociology, classics, music — and astrophysics — are roughly even.
Today is Pi Day. Here’s one example of pi transformed into art via The Guardian, which has more.
Francisco Aragón and his colleages converted pi into base 4, meaning that it is written using only the digits 0, 1, 2 and 3, and with these digits representing north, south, east and west, tracked a random walk of pi for 100 billion digits.
Young people can appreciate Pablo Picasso’s Girl Before a Mirror at different levels, says a MoMA art educator.
Why study art? It’s not a way to boost math and reading scores, much less to prepare students for the 21st century workforce, writes Jay Greene. We’re trying to educate civilized human beings.
As he researches the effect of field trips to art museums on student learning, Greene encounters arts educators eager to climb on the economic utility bandwagon. Afraid art will be seen as a frill, they feel compelled to argue it’s a form of job training.
Most of what students learn in math and reading also has no economic utility. Relatively few students will ever use algebra, let alone calculus, in their jobs. Even fewer students will use literature or poetry in the workplace. When will students “use” history? We don’t teach those subjects because they provide work-related skills. We teach algebra, calculus, literature, poetry, and history for the same reasons we should be teaching art — they help us understand ourselves, our cultural heritage, and the world we live in. We teach them because they are beautiful and important in and of themselves.
Policymakers, pundits and others suffering from PLDD (petty little dictator disorder) use economic utility to club their critics into submission, Greene writes. Even math and reading must prove to be economically useful.
You have folks like Tony Wagner and the 21st Century Skills movement suggesting that we cut algebra because students won’t ‘need’ it. Instead, students would be better off learning communication skills, like how to prepare an awesome Power Point (TM). And you have Common Core cutting literature in English in favor of “informational texts.”
If the purpose of school is workforce prep, then let’s do away with it and set up apprenticeships, Greene writes.
His study asked 4,000 students to write short essays in response to Bo Bartlett’s painting, The Box. “It may be harder to code and analyze essays about paintings than to run another value-added regression on the math and reading scores that the centralized authorities have collected for us, but that doesn’t mean it’s any less important.”
A painting of President Obama in a crucifixion pose — complete with a crown of thorns on his head — has gone on display at Bunker Hill Community College Art Gallery in Boston. It’s just a metaphor (duh!), said artist Michael D’Antuono. He blamed conservative media for “trying to promote the idea that liberals believe the president to literally be our savior,” reports Fox News.
A campus museum can raise a community college’s profile and attract donors. Actor Vincent Price, known for his roles in horror films such as “The Fly,” donated 2,000 works of art to what’s now known as the Vincent Price Art Museum at East Los Angeles College.
When dad’s a part-time professor and editor and mom’s a laid-off journalist, there’s no money for private school and no motivation to schlep the kids from Brooklyn to Manhattan for a public school with a “gifted” class. Paul Elie writes about the joys of homeschooling in the city in The Atlantic.
Homeschooling isn’t just for “religious traditionalists and off-the-grid homesteaders,” Elie writes. For middle-class parents — with a stay-at-home mom or dad — it’s “a practical alternative to New York’s notoriously inadequate education system.”
The city’s public schools are underfunded, overcrowded, and perpetually in turnaround. District boundaries governing enrollment change from one year to the next, as do standards for admission to gifted programs and “citywide” schools, acceptance to which is determined by children’s scores on tests whose educational relevance is questionable.
. . . Some of the parents in our (homeschooling) circle are “unschoolers,” convinced that early education should follow a child’s interests and initiatives rather than shape them. Some of us aspire to offer something like a classical education: logic and rhetoric, mythology, Latin. Most of us are put off by the public schools’ emphasis on standardized tests and their scant attention to the visual arts, music, religion, and foreign languages.
New York City offers a “gorgeous mosaic of intellectual and cultural offerings,” Elite writes.
On a normal day in our Brooklyn apartment, I teach math first thing, then go to an office space in a different neighborhood. Lenora picks up from there, teaching American and world history, language arts, geography, and penmanship, depending on the day. She and the boys then set out into the city for science at the Museum of Natural History, the Bronx Zoo, or the Brooklyn Botanic Garden; history at the Queens County Farm Museum or the Wyckoff Farmhouse, in Brooklyn; or art at the Metropolitan Museum.
Homeschoolers can find free programs or affordable classes, such as one that “teaches children the history of a place—medieval Europe, Federal-era New York—through its architecture.” He pays $5 a week for a homeschool soccer program led by a coach who can’t find other work during regular school hours.
Euclide’s paintings are made from things lying around the classroom, such as whiteboard erasers, paper towels, brushes, spray bottles and Japanese Sumi ink, which is made from soot, water and glue.
Students were distressed when he wiped out the artwork, so he decided to release a series called “Laid Down & Wiped Away” chronicling his classroom whiteboard experiments. Here’s Euclide’s Flat Works 2012.
Teach music because it’s a universal language and “the arts are our most potent means of human expression,” not because it might help kids learn fractions or raise test scores or develop teamwork, writes Nancy Flanagan, a music teacher.
Yesterday, the Learning First Alliance asked Can Arts Education Help Close the Achievement Gap? I appreciate the perspectives and data assembled by Anne O’Brien–who points out that students from high-poverty schools who study the arts are more likely to graduate HS, attend and finish college, and register to vote. But I believe the real question is: What do the arts teach children that other subjects can’t?
Teachers defend music, art, dance and drama by arguing they help teach something considered more important, such as “enhanced brain development, spatial/visual/temporal processing, improving memory and attention, physical coordination, personal discipline and teamwork,” Flanagan writes.
But where did we get the idea that artistic expression is less useful or important than the sciences? How did music, art, dance and drama get pushed aside in our American school curriculum? I’m not surprised that studying or listening to music has beneficial effects on learning fractions or other academic skills, but those are side effects.
Kids should study music because it’s central to every human society on earth and has a vitally important role in every aspect of culture, from history to literature to media and communication studies. Music is part of what it means to be a human being.
If her daughter doesn’t get into a top-choice public school in San Francisco, Rhiana Maidenberg plans to send her to a not-so-great public school, she writes on Babble.
. . . if every parent with the means and time to improve a school environment takes their children out of the public school system, how do these systems stand a chance at improving?
Maidenberg, a freelance writer, visited dozens of schools to develop a list of 14 favorites that are good or getting good and not too far away. Like all choice systems, public school choice favors savvy parents with time to research the options and develop a strategy. It’s very unlikely her daughter will lose the entrance lottery at all 14 schools.
However, many San Francisco public elementary schools offer PE, music and art only once a week, she writes.
. . . with the $24,000 we’ll be saving by not enrolling our daughters in private school, I can chauffeur them to a plethora of extracurricular, afterschool activities. As an educated and involved parent, I can make sure that my children receive a fully rounded education.
Has it ever been common for elementary schools to teach music and art more than once a week?
The main thing private schools can’t provide that public schools can is diversity. The experiences my kids will receive in a classroom filled with children of varying backgrounds, native languages, and races will help them grow to be well-rounded world citizens. While I can make up for a lack of music class, if we chose private school, I couldn’t enroll them in diversity training.
Most California private schools enroll many students from immigrant families of varying backgrounds, native languages and races. There’s much less socioeconomic diversity, of course, and it’s less likely seriously disabled students will be mainstreamed. (San Francisco friends moved their child from an excellent public school to private school because the kindergarten teacher wasn’t able to control two violent boys diagnosed with behavioral disabilities.)
Educated, involved parents can do a lot to ensure that their children are well-educated even if their schools isn’t ideal. And they may be able to improve a school, if they can recruit similar parents. It’s much harder for poorly educated parents, especially if they’re working full-time or more.